Key factors that influence engineering students academic success: a longitudinal study

Burton, Lorelle J. and Dowling, David G. (2009) Key factors that influence engineering students academic success: a longitudinal study. In: REES 2009: Research in Engineering Education Symposium, 20-23 Jul 2009, Cairns, Australia.

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Abstract

The aim of this longitudinal research was to identify the key predictors of academic success for 66 on-campus students enrolled in first-year engineering programs at USQ in 2004. In this paper, the relationships between cognitive abilities, personality, and previous educational experience, and academic success are examined. Other variables measured in the test battery are not analysed here. The initial findings as reported in Burton and Dowling (2005) and Dowling and Burton (2005) indicated that the Queensland Tertiary Admissions Centre (QTAC) rank was the most significant factor in predicting academic success for engineering students in their first year of study. Interestingly, the Extroversion personality trait also proved to be important. This paper will report on the results of the longitudinal study which concluded when the students had completed four years of study in 2007. It will also briefly outline other longitudinal research currently underway with a cohort of distance students.


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Item Type: Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)
Refereed: Yes
Item Status: Live Archive
Additional Information: Paper no. 10 Copyright © 2009 Lorelle J. Burton and David G. Dowling: The authors assign to the REES organisers and educational non-profit institutions a non-exclusive licence to use this document for personal use and in courses of instruction provided that the article is used in full and this copyright statement is reproduced. The authors also grant a non-exclusive licence to REES to publish this document in full on the World Wide Web (prime sites and mirrors) on CD-ROM and in printed form within the REES 2009 conference proceedings. Any other usage is prohibited without the express permission of the authors.
Depositing User: Prof David Dowling
Faculty / Department / School: Historic - Faculty of Sciences - Department of Psychology
Date Deposited: 21 Jun 2010 04:19
Last Modified: 02 Jul 2013 23:26
Uncontrolled Keywords: transition to university; academic predictors
Fields of Research (FOR2008): 17 Psychology and Cognitive Sciences > 1701 Psychology > 170109 Personality, Abilities and Assessment
13 Education > 1303 Specialist Studies in Education > 130399 Specialist Studies in Education not elsewhere classified
13 Education > 1302 Curriculum and Pedagogy > 130212 Science, Technology and Engineering Curriculum and Pedagogy
Socio-Economic Objective (SEO2008): E Expanding Knowledge > 97 Expanding Knowledge > 970113 Expanding Knowledge in Education
URI: http://eprints.usq.edu.au/id/eprint/5881

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